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First, contact life, create a life-oriented teaching situation
The new curriculum standard of junior high school mathematics clearly points out that in junior high school mathematics teaching, teachers should choose materials that are close to and closely related to students' lives, create effective teaching situations with students' interests and concerns as the cognitive background, and improve classroom teaching efficiency. Mathematics knowledge is not limited to the boring knowledge in books, it comes from real life and will also be used in our lives. If mathematics is divorced from daily life, it will look pale and powerless. At the same time, junior high school students have accumulated some life experience, some social practice and a lot of life knowledge. As a junior high school math teacher, we should learn to make use of students' life experience, extract the teaching content to be taught, create a life-oriented teaching situation, let students realize that "mathematics comes from life and life cannot be separated from mathematics", and then guide them to actively participate in math learning. For example, when teaching the problem of "discount sales", the author goes to the store before class, with permission, shoots the actual scenes of sellers and buyers in sales with mobile phones, and displays them in multimedia classrooms after computer processing and sorting, focusing on the actual situation related to mathematics such as sellers introducing goods, promoting purchase price, selling price, profit and buyers' discount shopping. On this basis, students' interest will be greatly increased, their thinking will be positive, their speeches will be enthusiastic, and the classroom atmosphere will be very active. Most students will soon solve problems through the layout of linear equations of one variable, and achieve the expected teaching objectives.
Second, create problem situations and activate students' thinking
There is an old saying: "Learning begins with thinking, and thinking begins with doubt." In other words, questions can arouse students' thinking, and then promote students' learning. Psychological research also shows that the human brain will be in a state of tension and excitement after being stimulated by new things. Therefore, in junior high school mathematics teaching, teachers should make full use of students' curiosity and put forward some questions that can arouse students' thinking and inquiry, thus activating students' thinking, stimulating students' interest and curiosity in learning, and creating a teaching atmosphere in which teachers are willing to teach and students are willing to learn. However, the problem here is not that teachers directly ask students questions and then let them think and answer, but that teachers carefully set some objective conditions, such as providing students with materials for study and practice, consciously setting questions and obstacles, or setting suspense, creating effective problem situations and guiding students to actively explore mathematics knowledge. In junior high school mathematics teaching, the creation of problem situation is the key to complete the teaching design of teaching problems. Therefore, teachers must closely focus on teaching objectives, design questions close to students' reality, let students understand the true meaning of the questions, and let students think and explore deeply. For another example, when teaching "three points that are not on the same straight line determine a circle", the teacher first gave each student a piece of broken circular cardboard and said, "The pulley on the machine is broken. In order to make pulleys of the same size, please try to draw a circle corresponding to the pulley. " Then let the students draw pictures with compasses, rulers and protractors, conduct experiments and explore the solutions to the problems. Then, on the basis of the experiment, set the question situation: how many circles can be drawn by three points that are not on the same straight line? At this time, students have a certain perceptual knowledge of the problem, and then let students study specific problems, and they will have a clear direction when they explore the problem.
Third, create an effective teaching situation by telling stories.
In the development of mathematics, there are many interesting mathematical stories and anecdotes of mathematicians. Therefore, teachers can create effective mathematics teaching situations by telling stories and guide students to enter mathematics learning. Sometimes, mathematicians' mathematical stories, allusions and anecdotes can reflect the formation process of mathematical knowledge and the nature of knowledge points. Therefore, our junior high school math teachers should fully explore these mathematical historical materials and use these resources to create teaching situations, which can not only stimulate students' interest and desire in learning, but also deepen their understanding of knowledge. More importantly, students can appreciate the charm of mathematics and feel the spirit of mathematicians from these stories, so as to be educated in ideological quality. For example, when talking about "golden section", teachers can introduce students to China mathematician Hua's in-depth study of 0.6 18 (approximate value)-he created and invented the optimization theory based on "golden section", which has added new wealth to the scientific and cultural treasure house of China and the world in the application of scientific research and production. By telling this story, students not only have a vivid, intuitive and in-depth understanding of the "golden section", but also have their emotions stimulated.
In short, there are many ways to create effective teaching situations in junior high school mathematics teaching. Either method is based on teachers' full interpretation of the new curriculum standards, and its purpose is to stimulate students' initiative and inquiry and improve the quality of classroom teaching.